{"id":2716,"date":"2026-09-07T19:53:33","date_gmt":"2026-09-07T16:53:33","guid":{"rendered":"https:\/\/tarihkursu.com\/?p=2716"},"modified":"2026-09-07T19:55:37","modified_gmt":"2026-09-07T16:55:37","slug":"tarih-dersi-sene-basi-zumre-ogretmenler-kurulu-toplanti-tutanaklari-2025-2026","status":"publish","type":"post","link":"https:\/\/tarihkursu.com\/index.php\/2026\/09\/07\/tarih-dersi-sene-basi-zumre-ogretmenler-kurulu-toplanti-tutanaklari-2025-2026\/","title":{"rendered":"Tarih Dersi Z\u00fcmre Toplant\u0131 Tutanaklar\u0131 \u0130ndir | Okul ve \u0130l\u00e7e Z\u00fcmreleri"},"content":{"rendered":"\n

Tarih dersi z\u00fcmre toplant\u0131 tutanaklar\u0131<\/strong> i\u00e7in haz\u0131rlad\u0131\u011f\u0131m\u0131z bu sayfada, farkl\u0131 e\u011fitim \u00f6\u011fretim y\u0131llar\u0131na ait okul z\u00fcmre toplant\u0131 tutanaklar\u0131, il\u00e7e z\u00fcmre toplant\u0131 tutanaklar\u0131 ve y\u0131l i\u00e7erisinde yap\u0131lan di\u011fer tarih z\u00fcmre toplant\u0131lar\u0131na<\/strong> ula\u015fabilirsiniz.<\/p>\n\n\n\n

Tutanaklar; g\u00fcncel MEB mevzuat\u0131, z\u00fcmre y\u00f6nergesi, \u00f6\u011fretim programlar\u0131 ve ilgili e\u011fitim \u00f6\u011fretim y\u0131l\u0131na ait d\u00fczenlemeler dikkate al\u0131narak haz\u0131rlanm\u0131\u015ft\u0131r. Tarih \u00f6\u011fretmenlerinin z\u00fcmre toplant\u0131lar\u0131nda kullanabilece\u011fi dosyalar, m\u00fcmk\u00fcn oldu\u011funca d\u00fczenlenebilir formatlarda payla\u015f\u0131lmaktad\u0131r.<\/p>\n\n\n\n

Bu sayfa yaln\u0131zca belirli bir e\u011fitim \u00f6\u011fretim y\u0131l\u0131na ait de\u011fildir. Tarih dersi z\u00fcmre toplant\u0131 tutanaklar\u0131<\/strong> haz\u0131rland\u0131k\u00e7a ve g\u00fcncellendik\u00e7e ayn\u0131 sayfaya eklenmeye devam edecektir. B\u00f6ylece ge\u00e7mi\u015f ve g\u00fcncel y\u0131llara ait okul ve il\u00e7e z\u00fcmre tutanaklar\u0131n\u0131 tek sayfa \u00fczerinden bulabilir, ihtiyac\u0131n\u0131z olan dosyan\u0131n indirme ba\u011flant\u0131s\u0131na<\/strong> kolayca ula\u015fabilirsiniz.<\/p>\n\n\n\n

A\u015fa\u011f\u0131daki listeden e\u011fitim \u00f6\u011fretim y\u0131l\u0131na ve z\u00fcmre t\u00fcr\u00fcne g\u00f6re ihtiyac\u0131n\u0131z olan Tarih Dersi Z\u00fcmre Toplant\u0131 Tutana\u011f\u0131n\u0131<\/strong> se\u00e7erek indirebilirsiniz.<\/p>\n\n\n\n

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2026-2027 E\u011fitim-\u00d6\u011fretim Y\u0131l\u0131 tarih Dersleri Sene Ba\u015f\u0131 Okul Z\u00fcmresi \u0130ndir.<\/a><\/strong><\/p>\n\n\n\n

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2025-2026 sene ba\u015f\u0131 okul z\u00fcmresi word indir<\/h3>\n\n\n\n
2025-2026 sene ba\u015f\u0131 okul-www.tarihkursu.com<\/strong><\/a>\u0130ndir<\/a><\/div>\n\n\n\n

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Sene ba\u015f\u0131 okul z\u00fcmre 2025-2026 (yeni y\u00f6nerge ile uyumlu)<\/h2>\n\n\n\n

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sene ba\u015f\u0131 okul z\u00fcmre yeni y\u00f6nerge 2025-2026<\/strong><\/a>\u0130ndir<\/a><\/div>\n\n\n\n

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Sene ba\u015f\u0131 tarih il\u00e7e z\u00fcmre 2025-2026<\/h2>\n\n\n\n

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Sene ba\u015f\u0131 tarih il\u00e7e z\u00fcmre 2025-2026<\/strong><\/a>\u0130ndir<\/a><\/div>\n\n\n\n

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\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. L\u0130SES\u0130 2025-2026 E\u011e\u0130T\u0130M-\u00d6\u011eRET\u0130M YILI TAR\u0130H DERS\u0130 SENE BA\u015eI Z\u00dcMRE \u00d6\u011eRETMENLER\u0130 TOPLANTI TUTANA\u011eI<\/strong><\/p>\n\n\n\n

Toplant\u0131 Tarihi: 02.09.2025<\/p>\n\n\n\n

Toplant\u0131 Yeri: \u00d6\u011fretmenler Odas\u0131                           <\/p>\n\n\n\n

Toplant\u0131 Saati: 10:00<\/p>\n\n\n\n

Toplant\u0131ya Kat\u0131lanlar: \u00d6\u011fretmen 1, \u00d6\u011fretmen 2, \u00d6\u011fretmen 3<\/p>\n\n\n\n

G\u00dcNDEM MADDELER\u0130:<\/strong><\/p>\n\n\n\n

1. A\u00e7\u0131l\u0131\u015f, yoklama ve Z\u00fcmre Ba\u015fkan\u0131 ile Yazman\u0131n se\u00e7imi.<\/p>\n\n\n\n

2. Bir \u00f6nceki toplant\u0131da al\u0131nan kararlar\u0131n g\u00f6zden ge\u00e7irilmesi.<\/p>\n\n\n\n

3. Planlamalar\u0131n; e\u011fitim ve \u00f6\u011fretimle ilgili mevzuat, okulun kurulu\u015f amac\u0131 ve Tarih Dersi \u00d6\u011fretim Program\u0131’na (T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli) uygun yap\u0131lmas\u0131.<\/p>\n\n\n\n

4. Atat\u00fcrk\u00e7\u00fcl\u00fckle ilgili konular\u0131n ders planlar\u0131na d\u00e2hil edilmesi ve \u00f6\u011fretim programlar\u0131n\u0131n \u00e7evre \u00f6zellikleri dikkate al\u0131narak uygulanmas\u0131.<\/p>\n\n\n\n

5. Derslerin i\u015fleni\u015finde uygulanacak \u00f6\u011fretim y\u00f6ntem ve tekniklerinin ve okul temelli faaliyet planlamalar\u0131n\u0131n belirlenmesi.<\/p>\n\n\n\n

6. \u00d6zel e\u011fitim ihtiyac\u0131 olan \u00f6\u011frenciler i\u00e7in Bireyselle\u015ftirilmi\u015f E\u011fitim Programlar\u0131 (BEP) ve farkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f \u00f6\u011fretim uygulamalar\u0131n\u0131n (zenginle\u015ftirme-destekleme) g\u00f6r\u00fc\u015f\u00fclmesi.<\/p>\n\n\n\n

7. Z\u00fcmre \u00f6\u011fretmenleri aras\u0131 ders ziyareti yap\u0131lmas\u0131 ve di\u011fer z\u00fcmrelerle i\u015f birli\u011fi esaslar\u0131n\u0131n belirlenmesi.<\/p>\n\n\n\n

8. Alana ili\u015fkin akademik ve bilimsel \u00e7al\u0131\u015fmalar ile teknolojik geli\u015fmelerin takip edilmesi ve derslere yans\u0131t\u0131lmas\u0131.<\/p>\n\n\n\n

9. \u00d6\u011frencilerde giri\u015fimcilik bilincinin ve ara\u015ft\u0131rma becerilerinin geli\u015ftirilmesine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131.<\/p>\n\n\n\n

10. Derslerde ihtiya\u00e7 duyulan ara\u00e7-gere\u00e7 ve \u00f6\u011fretim materyallerinin belirlenmesi; k\u00fct\u00fcphane gibi e\u011fitim ortamlar\u0131n\u0131n etkin kullan\u0131m\u0131.<\/p>\n\n\n\n

11. Okul ve \u00e7evre imk\u00e2nlar\u0131 do\u011frultusunda yap\u0131labilecek proje, gezi ve g\u00f6zlem etkinliklerinin planlanmas\u0131.<\/p>\n\n\n\n

12. Ortak yaz\u0131l\u0131 s\u0131navlar sonras\u0131 \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesi, de\u011ferlendirilmesi ve s\u0131nav analizlerine g\u00f6re eylem planlar\u0131n\u0131n haz\u0131rlanmas\u0131.<\/p>\n\n\n\n

13. Okul geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131nav ve mazeret s\u0131navlar\u0131n\u0131n konu soru da\u011f\u0131l\u0131m tablosu ve dereceli puanlama anahtar\u0131na g\u00f6re haz\u0131rlanmas\u0131.<\/p>\n\n\n\n

14. Ulusal ve uluslararas\u0131 s\u0131nav ve yar\u0131\u015fma sonu\u00e7lar\u0131n\u0131n dersler ba\u011flam\u0131nda de\u011ferlendirilerek gerekli tedbirlerin al\u0131nmas\u0131.<\/p>\n\n\n\n

15. Proje ve performans \u00e7al\u0131\u015fmalar\u0131n\u0131n konular\u0131n\u0131n belirlenmesi ve de\u011ferlendirme \u00f6l\u00e7eklerinin haz\u0131rlanmas\u0131.<\/p>\n\n\n\n

16. \u0130\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi tedbirlerinin g\u00f6r\u00fc\u015f\u00fclmesi.<\/p>\n\n\n\n

17. \u00dclke, il ve il\u00e7e geneli yap\u0131lacak ortak s\u0131navlar\u0131n ve mazeret s\u0131navlar\u0131n\u0131n uygulanmas\u0131 ve de\u011ferlendirilmesi.<\/p>\n\n\n\n

18. \u00d6\u011frencilerin \u00fcst d\u00fczey (problem \u00e7\u00f6zme, ele\u015ftirel d\u00fc\u015f\u00fcnme) ve sosyal-duygusal d\u00fc\u015f\u00fcnme becerilerini geli\u015ftirmeye y\u00f6nelik planlamalar yap\u0131lmas\u0131.<\/p>\n\n\n\n

19. Mill\u00ee, manevi ve ahlaki de\u011ferlerin \u00f6rt\u00fck \u00f6\u011frenme yoluyla ders s\u00fcre\u00e7lerine entegre edilmesi.<\/p>\n\n\n\n

20. Okul \u00f6nleme, m\u00fcdahale ve y\u00f6nlendirme komisyonu \u00e7al\u0131\u015fmalar\u0131n\u0131n planlanmas\u0131.<\/p>\n\n\n\n

21. Disiplinler aras\u0131 yakla\u015f\u0131mla ortak \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131 ve takvime ba\u011flanmas\u0131.<\/p>\n\n\n\n

22. \u00d6\u011frencilerin \u00e7oklu okuryazarl\u0131k becerileri ile bedensel, zihinsel, duygusal ve sosyal geli\u015fimlerine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131.<\/p>\n\n\n\n

23. Sosyal sorumluluk program\u0131 kapsam\u0131nda ders baz\u0131nda y\u00fcr\u00fct\u00fclebilecek faaliyetlerin belirlenmesi.<\/p>\n\n\n\n

24. Okul i\u00e7i veya d\u0131\u015f\u0131 faaliyetlerde ihtiya\u00e7 duyulacak ara\u00e7, gere\u00e7 ve mali kaynak gibi hususlar\u0131n belirlenmesi.<\/p>\n\n\n\n

25. Dilek ve temenniler.<\/p>\n\n\n\n

G\u00d6R\u00dc\u015eMELER VE ALINAN KARARLAR:<\/strong><\/p>\n\n\n\n

1. Madde: \u00d6\u011fretmen 1, yeni e\u011fitim-\u00f6\u011fretim y\u0131l\u0131n\u0131n t\u00fcm e\u011fitim camias\u0131 i\u00e7in ba\u015far\u0131l\u0131 ve verimli ge\u00e7mesi temennisiyle toplant\u0131y\u0131 ba\u015flatt\u0131. Yap\u0131lan yoklamada tarih z\u00fcmresi \u00f6\u011fretmenleri \u00d6\u011fretmen 1, \u00d6\u011fretmen 2 ve \u00d6\u011fretmen 3’\u00fcn toplant\u0131da haz\u0131r bulundu\u011fu tespit edildi.<\/p>\n\n\n\n

Karar: Oy birli\u011fi ile 2025-2026 ve 2026-2027 e\u011fitim-\u00f6\u011fretim y\u0131llar\u0131 i\u00e7in Z\u00fcmre Ba\u015fkanl\u0131\u011f\u0131na \u00d6\u011fretmen 1, yazmanl\u0131\u011fa \u00d6\u011fretmen 2 se\u00e7ildi.<\/strong><\/p>\n\n\n\n

2. Madde: \u00d6\u011fretmen 2, “Ge\u00e7ti\u011fimiz e\u011fitim-\u00f6\u011fretim y\u0131l\u0131 sonunda ald\u0131\u011f\u0131m\u0131z kararlar\u0131 inceledi\u011fimizde, \u00f6zellikle ortak s\u0131navlar\u0131n planlanmas\u0131 ve uygulanmas\u0131 konusunda z\u00fcmre olarak uyumlu bir \u00e7al\u0131\u015fma sergiledi\u011fimizi g\u00f6r\u00fcyorum. Y\u0131ll\u0131k planlara genel hatlar\u0131yla sad\u0131k kal\u0131nd\u0131. Bu y\u0131l da ayn\u0131 e\u015fg\u00fcd\u00fcm\u00fc s\u00fcrd\u00fcrmemiz, \u00f6zellikle yeni m\u00fcfredat\u0131n uygulanmas\u0131nda bize g\u00fc\u00e7 katacakt\u0131r.” dedi.<\/p>\n\n\n\n

Karar: Bir \u00f6nceki z\u00fcmrede al\u0131nan kararlar\u0131n genel olarak uyguland\u0131\u011f\u0131, bu y\u0131l da z\u00fcmre i\u00e7i i\u015f birli\u011finin ve planlamalar\u0131n birlikte yap\u0131lmas\u0131 karar\u0131 verildi.<\/p>\n\n\n\n

3. Madde: \u00d6\u011fretmen 3, “Arkada\u015flar, bu y\u0131l en \u00f6nemli g\u00fcndemimiz T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli. 10. s\u0131n\u0131flarda da uygulamaya ge\u00e7ecek olmam\u0131z, bu modelin felsefesini tam olarak i\u00e7selle\u015ftirmemizi gerektiriyor. Bu model, bizden sadece kronolojik bilgi aktaran \u00f6\u011fretmenler olmam\u0131z\u0131 de\u011fil, \u00f6\u011frencilere ‘tarihsel d\u00fc\u015f\u00fcnme’ becerisi kazand\u0131ran, onlar\u0131n analitik ve ele\u015ftirel yeteneklerini geli\u015ftiren rehberler olmam\u0131z\u0131 istiyor. Planlar\u0131m\u0131z\u0131, \u00f6\u011frencilerin kan\u0131tlar\u0131 sorgulad\u0131\u011f\u0131, farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 anlad\u0131\u011f\u0131 ve tarihsel olaylar\u0131 bug\u00fcn\u00fcn d\u00fcnyas\u0131yla ili\u015fkilendirdi\u011fi bir yap\u0131da kurmal\u0131y\u0131z. Art\u0131k ‘ne oldu?’ sorusundan \u00e7ok ‘neden ve nas\u0131l oldu, sonu\u00e7lar\u0131 g\u00fcn\u00fcm\u00fcz\u00fc nas\u0131l etkiledi?’ sorular\u0131na odaklanmal\u0131y\u0131z.” dedi.<\/p>\n\n\n\n

Karar: Y\u0131ll\u0131k ve ders planlar\u0131n\u0131n 1739 say\u0131l\u0131 Milli E\u011fitim Temel Kanunu, ilgili y\u00f6netmelikler ve T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli’nin getirdi\u011fi beceri ve erdem odakl\u0131 yeni yakla\u015f\u0131mlar do\u011frultusunda haz\u0131rlanmas\u0131na oy birli\u011fi ile karar verildi.<\/p>\n\n\n\n

4. Madde: \u00d6\u011fretmen 1, “Atat\u00fcrk\u00e7\u00fcl\u00fck konular\u0131n\u0131 i\u015flerken, bu konular\u0131 dersin bir par\u00e7as\u0131 olarak, organik bir ba\u011f i\u00e7inde sunmal\u0131y\u0131z. \u00d6rne\u011fin, Cumhuriyetin ilan\u0131n\u0131 anlat\u0131rken, Atat\u00fcrk’\u00fcn cumhuriyet\u00e7ilik ilkesini ve milli egemenlik anlay\u0131\u015f\u0131n\u0131 derinlemesine i\u015flemeliyiz. Bu, konular\u0131n ezberlenmesi yerine, temel ilkelerin kavranmas\u0131n\u0131 sa\u011flayacakt\u0131r. Planlar\u0131m\u0131zda bu entegrasyonu net bir \u015fekilde g\u00f6stermeliyiz.” dedi.<\/p>\n\n\n\n

Karar: Atat\u00fcrk\u00e7\u00fcl\u00fck konular\u0131n\u0131n (2104 ve 2488 say\u0131l\u0131 Tebli\u011fler Dergileri do\u011frultusunda) y\u0131ll\u0131k planlara ilgili kazan\u0131mlarla ili\u015fkilendirilerek entegre edilmesine ve ezberden uzak, anlaml\u0131 bir ba\u011flam i\u00e7inde i\u015flenmesine oy birli\u011fi ile karar verildi.<\/p>\n\n\n\n

5. Madde: \u00d6\u011fretmen 2, “Ders i\u015fleme y\u00f6ntemlerimizi \u00e7e\u015fitlendirmemiz, Maarif Modeli’nin ba\u015far\u0131s\u0131 i\u00e7in elzemdir. Anlat\u0131m y\u00f6ntemini elbette kullanaca\u011f\u0131z ama bunu tart\u0131\u015fma, beyin f\u0131rt\u0131nas\u0131, \u00f6rnek olay incelemesi, alt\u0131 \u015fapkal\u0131 d\u00fc\u015f\u00fcnme tekni\u011fi gibi y\u00f6ntemlerle desteklemeliyiz. Okul temelli faaliyetler i\u00e7in de somut bir plan yapal\u0131m; \u00f6rne\u011fin, 29 Ekim haftas\u0131nda t\u00fcm s\u0131n\u0131flar\u0131m\u0131zda ‘Cumhuriyetin \u0130lk Y\u0131llar\u0131’ temal\u0131 bir sunum haz\u0131rlama ve payla\u015fma etkinli\u011fi d\u00fczenleyebiliriz.” dedi.<\/p>\n\n\n\n

Karar: Derslerde \u00f6\u011frenci merkezli y\u00f6ntem ve tekniklerin aktif olarak kullan\u0131lmas\u0131na, y\u0131ll\u0131k planlarda “Okul Temelli Planlama” ba\u015fl\u0131\u011f\u0131 alt\u0131nda her d\u00f6nem i\u00e7in en az bir etkinlik (belgesel izleme, sunum haz\u0131rlama, sanal m\u00fcze turu vb.) belirlenmesine karar verildi.<\/p>\n\n\n\n

6. Madde: \u00d6\u011fretmen 3, “Rehberlik servisinden BEP’li \u00f6\u011frenci listesi geldi\u011finde, bu \u00f6\u011frencilerimiz i\u00e7in \u00f6zel planlar haz\u0131rlamam\u0131z gerekiyor. Bu sadece yasal bir zorunluluk de\u011fil, ayn\u0131 zamanda e\u011fitimde f\u0131rsat e\u015fitli\u011finin bir gere\u011fidir. Bu \u00f6\u011frencilerimize sadece s\u0131navda kolay soru sormak yerine, onlar\u0131n \u00f6\u011frenme stillerine uygun materyaller (g\u00f6rsel a\u011f\u0131rl\u0131kl\u0131, basitle\u015ftirilmi\u015f metinler vb.) haz\u0131rlamal\u0131, ders i\u00e7i etkinliklerde onlara \u00f6zel roller vermeli ve bireysel ilerlemelerini yak\u0131ndan takip etmeliyiz.” dedi.<\/p>\n\n\n\n

Karar: BEP’li \u00f6\u011frenciler i\u00e7in rehberlik servisiyle i\u015f birli\u011fi i\u00e7inde bireyselle\u015ftirilmi\u015f planlar yap\u0131lmas\u0131na ve s\u0131navlar\u0131n\u0131n, materyallerinin ve ders i\u00e7i etkinliklerinin buna g\u00f6re uyarlanmas\u0131na karar verildi.<\/p>\n\n\n\n

7. Madde: \u00d6\u011fretmen 1, “Mesleki geli\u015fimimiz i\u00e7in birbirimizin tecr\u00fcbelerinden faydalanmak \u00e7ok de\u011ferli. Her d\u00f6nem bir kez, \u00f6nceden planlayarak, birbirimizin dersine misafir olsak, ders sonunda yap\u0131c\u0131 geri bildirimlerde bulunsak, yeni modelin uygulanmas\u0131nda hepimiz i\u00e7in ayd\u0131nlat\u0131c\u0131 olur. Disiplinler aras\u0131 i\u015f birli\u011fi konusunda ise Co\u011frafya z\u00fcmresiyle harita okuma becerileri \u00fczerine, Felsefe grubuyla ise ayd\u0131nlanma d\u00fc\u015f\u00fcncesi ve Frans\u0131z \u0130htilali \u00fczerine ortak bir ders plan\u0131 haz\u0131rlayabiliriz.” dedi.<\/p>\n\n\n\n

Karar: Z\u00fcmre \u00f6\u011fretmenleri aras\u0131nda her d\u00f6nem en az bir kez ders ziyareti  yap\u0131lmas\u0131na ve Co\u011frafya, T\u00fcrk Dili ve Edebiyat\u0131, Felsefe Grubu z\u00fcmreleriyle y\u0131ll\u0131k plan d\u00e2hilinde i\u015f birli\u011fi yap\u0131lmas\u0131na karar verildi. Ayr\u0131ca bu y\u0131l okul m\u00fcd\u00fcr\u00fc ve z\u00fcmre ba\u015fkanlar\u0131n\u0131n ders ziyareti yapacaklar\u0131 karara eklendi.<\/p>\n\n\n\n

8. Madde: \u00d6\u011fretmen 2, “Teknoloji, derslerimizi zenginle\u015ftirmek i\u00e7in b\u00fcy\u00fck bir f\u0131rsat. EBA, MEB\u0130,CANVA ve OGM Materyal gibi platformlar\u0131 aktif kullanman\u0131n yan\u0131 s\u0131ra, \u00f6\u011frencilerimize g\u00fcvenilir akademik kaynaklara nas\u0131l ula\u015facaklar\u0131n\u0131 da \u00f6\u011fretmeliyiz. \u00d6rne\u011fin, derslerimizde T\u00fcrk Tarih Kurumu, Devlet Ar\u015fivleri gibi kurumlar\u0131n dijital portallar\u0131n\u0131 tan\u0131tabilir, birincil kaynaklara nas\u0131l eri\u015filece\u011fini g\u00f6sterebiliriz.” dedi.<\/p>\n\n\n\n

Karar: Alanla ilgili g\u00fcncel geli\u015fmelerin takip edilerek derslerde teknolojik materyallerin (etkile\u015fimli harita, video, web 2.0 ara\u00e7lar\u0131 ve Notebook LM gibi yapay zeka) ve g\u00fcvenilir dijital ar\u015fivlerin daha etkin kullan\u0131lmas\u0131na karar verildi.<\/p>\n\n\n\n

9. Madde: \u00d6\u011fretmen 3, “\u00d6\u011frencilerimize proje verirken, onlara sadece bir konuyu ara\u015ft\u0131rtmak yerine, bir ‘problem durumu’ sunabiliriz. \u00d6rne\u011fin, ‘Tarih boyunca T\u00fcrk devletlerinde su kaynaklar\u0131n\u0131n y\u00f6netimi ve g\u00fcn\u00fcm\u00fcz i\u00e7in \u00e7\u0131kar\u0131lacak dersler’ gibi bir ba\u015fl\u0131k, onlar\u0131 daha derin bir ara\u015ft\u0131rmaya, disiplinler aras\u0131 d\u00fc\u015f\u00fcnmeye ve yarat\u0131c\u0131 \u00e7\u00f6z\u00fcmler \u00fcretmeye itecektir. Bu da onlar\u0131n giri\u015fimcilik ve problem \u00e7\u00f6zme ruhunu besler.” dedi.<\/p>\n\n\n\n

Karar: Proje ve performans konular\u0131n\u0131n \u00f6\u011frencilerin ara\u015ft\u0131rma, problem \u00e7\u00f6zme ve tasar\u0131m becerilerini geli\u015ftirecek nitelikte, m\u00fcmk\u00fcnse disiplinler aras\u0131 bir yakla\u015f\u0131mla belirlenmesine \u00f6zen g\u00f6sterilmesine karar verildi.<\/p>\n\n\n\n

10. Madde: \u00d6\u011fretmen 1, “Materyal konusunda ders kitaplar\u0131yla s\u0131n\u0131rl\u0131 kalmamal\u0131y\u0131z. Okul k\u00fct\u00fcphanemizdeki tarih atlaslar\u0131n\u0131, ansiklopedileri ve di\u011fer bas\u0131l\u0131 kaynaklar\u0131 derslerimizde referans g\u00f6stermeli ve \u00f6\u011frencileri bu kaynaklar\u0131 kullanmaya te\u015fvik etmeliyiz. K\u00fct\u00fcphanenin, sessiz bir okuma salonu olmaktan \u00e7\u0131k\u0131p ya\u015fayan bir \u00f6\u011frenme alan\u0131na d\u00f6n\u00fc\u015fmesine katk\u0131 sa\u011flamal\u0131y\u0131z.” dedi.<\/p>\n\n\n\n

Karar: Derslerde belirtilen \u00f6\u011fretim materyallerinden ve \u00f6zellikle okul k\u00fct\u00fcphanesinden aktif olarak yararlan\u0131lmas\u0131na karar verildi.<\/p>\n\n\n\n

11. Madde: \u00d6\u011fretmen 2, “\u00d6\u011frenmenin en etkili yollar\u0131ndan biri de yerinde g\u00f6rmektir. \u00d6\u011frencilerimizin tarihi dokuyu hissetmeleri, teorik bilgiyi somutla\u015ft\u0131rmalar\u0131 \u00e7ok \u00f6nemli. Okul idaresiyle g\u00f6r\u00fc\u015ferek, en az\u0131ndan okulun bulundu\u011fu il veya il\u00e7edeki bir m\u00fczeye veya tarih\u00ee bir mekana gezi d\u00fczenlemek i\u00e7in \u015fimdiden bir \u00f6n haz\u0131rl\u0131k yapal\u0131m. Bu, \u00f6\u011frenciler i\u00e7in unutulmaz bir deneyim olacakt\u0131r.” dedi.<\/p>\n\n\n\n

Karar: \u0130kinci d\u00f6nem i\u00e7in okul idaresinin onay\u0131yla, \u00f6ncelikli olarak yerel tarih\u00ee ve k\u00fclt\u00fcrel mekanlara bir gezi planlanmas\u0131 i\u00e7in giri\u015fimde bulunulmas\u0131na karar verildi.<\/p>\n\n\n\n

12. Madde: \u00d6\u011fretmen 3, “S\u0131nav analizlerini bir an \u00f6nce yap\u0131p sonu\u00e7lar\u0131n\u0131 de\u011ferlendirmeliyiz. Analiz sonu\u00e7lar\u0131na g\u00f6re, s\u0131n\u0131f genelinde zorlan\u0131lan bir kazan\u0131m (\u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131) varsa, o kazan\u0131m\u0131 farkl\u0131 bir y\u00f6ntemle tekrar i\u015flemeyi planlayabiliriz. \u00d6rne\u011fin, anlat\u0131m y\u00f6ntemiyle anla\u015f\u0131lmad\u0131ysa, bir sonraki hafta konuyla ilgili bir grup \u00e7al\u0131\u015fmas\u0131 veya kavram haritas\u0131 etkinli\u011fi yapabiliriz. Bu esneklik, ba\u015far\u0131y\u0131 art\u0131racakt\u0131r.” dedi.<\/p>\n\n\n\n

Karar: Her ortak yaz\u0131l\u0131 s\u0131nav sonras\u0131 kazan\u0131m bazl\u0131 s\u0131nav analizlerinin yap\u0131lmas\u0131na, sonu\u00e7lar\u0131n z\u00fcmrece de\u011ferlendirilerek gerekli telafi edici tedbirlerin (konu tekrar\u0131, farkl\u0131 y\u00f6ntemlerle i\u015fleme, ek \u00e7al\u0131\u015fma vb.) ivedilikle al\u0131nmas\u0131na karar verildi.<\/p>\n\n\n\n

13. Madde: \u00d6\u011fretmen 1, “Ortak s\u0131navlar\u0131m\u0131z\u0131 haz\u0131rlarken, sorular\u0131n sadece bilgi \u00f6l\u00e7en de\u011fil, ayn\u0131 zamanda Maarif Modeli’nin hedefledi\u011fi becerileri de (yorumlama, kar\u015f\u0131la\u015ft\u0131rma, kan\u0131t kullanma vb.) \u00f6l\u00e7en nitelikte olmas\u0131na dikkat edelim. Bakanl\u0131\u011f\u0131n yay\u0131nlad\u0131\u011f\u0131 \u00f6rnek senaryolar bu konuda bize iyi bir yol g\u00f6sterici olacakt\u0131r. Puanlama anahtar\u0131n\u0131 da z\u00fcmrece birlikte haz\u0131rlayarak de\u011ferlendirmede tam bir birlik ve objektiflik sa\u011flayal\u0131m.” dedi.<\/p>\n\n\n\n

Karar: Okul geneli yap\u0131lacak ortak s\u0131nav sorular\u0131n\u0131n ve dereceli puanlama anahtarlar\u0131n\u0131n, ilgili mevzuata ve beceri \u00f6l\u00e7me hedefine uygun \u015fekilde z\u00fcmrenin ortak karar\u0131yla haz\u0131rlanmas\u0131na karar verildi. S\u0131nav tarihlerinin okul idaresince belirlendi\u011fi belirtildi.<\/p>\n\n\n\n

14. Madde: \u00d6\u011fretmen 2, “\u00d6\u011frencilerimiz aras\u0131nda T\u00dcB\u0130TAK gibi proje yar\u0131\u015fmalar\u0131na veya \u00e7e\u015fitli kurumlar\u0131n d\u00fczenledi\u011fi tarih temal\u0131 kompozisyon, makale gibi yar\u0131\u015fmalara ilgi duyanlar olabilir. Bu \u00f6\u011frencileri tespit edip onlara rehberlik yapmal\u0131, okul panosunda ve s\u0131n\u0131flar\u0131m\u0131zda bu t\u00fcr yar\u0131\u015fmalarla ilgili duyurulara yer vermeliyiz.” dedi.<\/p>\n\n\n\n

Karar: \u00d6\u011frencilerin ulusal d\u00fczeydeki tarih ve proje yar\u0131\u015fmalar\u0131na kat\u0131l\u0131m\u0131 i\u00e7in te\u015fvik edilmesine ve bu konuda rehberlik yap\u0131lmas\u0131na karar verildi.<\/p>\n\n\n\n

15. Madde: \u00d6\u011fretmen 3, “Performans notu, \u00f6\u011frencinin bir d\u00f6nem boyunca derse olan ilgisinin, \u00e7abas\u0131n\u0131n ve geli\u015fiminin bir yans\u0131mas\u0131 olmal\u0131d\u0131r. Bu nedenle, notu belirlerken sadece tek bir \u00f6deve de\u011fil, \u00f6\u011frencinin s\u0131n\u0131f i\u00e7i tart\u0131\u015fmalara kat\u0131l\u0131m\u0131, getirdi\u011fi materyaller, grup \u00e7al\u0131\u015fmalar\u0131ndaki rol\u00fc ve genel tutumu gibi birden \u00e7ok kritere dayal\u0131, \u015feffaf bir de\u011ferlendirme yapmal\u0131y\u0131z. Bu kriterleri d\u00f6nemin ba\u015f\u0131nda \u00f6\u011frencilerimizle payla\u015fmal\u0131y\u0131z.” dedi.<\/p>\n\n\n\n

Karar: Proje konular\u0131n\u0131n z\u00fcmre taraf\u0131ndan belirlenerek \u00f6\u011frencilere liste halinde sunulmas\u0131na, performans notlar\u0131n\u0131n ise s\u00fcre\u00e7 odakl\u0131 ve \u00f6nceden duyurulmu\u015f kriterlere g\u00f6re de\u011ferlendirilmesine karar verildi.Proje \u00f6devlerinin Nisan ay\u0131 ortas\u0131nda toplanmas\u0131 karara ba\u011fland\u0131.<\/p>\n\n\n\n

16. Madde: \u00d6\u011fretmen 1, “Dersliklerimizde ak\u0131ll\u0131 tahta ve di\u011fer elektrikli aletleri kullan\u0131rken g\u00fcvenlik kurallar\u0131na dikkat edelim ve \u00f6\u011frencilerimizi de bu konuda uyaral\u0131m. Planlayaca\u011f\u0131m\u0131z gezilerde de \u00f6\u011frencilerimizin g\u00fcvenli\u011fi her zaman birinci \u00f6nceli\u011fimiz olmal\u0131d\u0131r. Bu konuda okulun i\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi uzman\u0131yla da ileti\u015fim halinde olal\u0131m.” dedi.<\/p>\n\n\n\n

Karar: S\u0131n\u0131f i\u00e7i ve okul d\u0131\u015f\u0131 etkinliklerde i\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi tedbirlerine titizlikle uyulmas\u0131na karar verildi.<\/p>\n\n\n\n

17. Madde: \u00d6\u011fretmen 2, “Bakanl\u0131k, il veya il\u00e7e taraf\u0131ndan yap\u0131lacak merkezi ortak s\u0131navlar oldu\u011funda, takvime ve uygulama esaslar\u0131na harfiyen uymal\u0131, \u00f6\u011frencilerimizi bu konuda zaman\u0131nda ve do\u011fru bir \u015fekilde bilgilendirmeliyiz. S\u0131navlar\u0131n uygulanmas\u0131 ve de\u011ferlendirilmesinde \u00fczerimize d\u00fc\u015fen g\u00f6revleri eksiksiz yerine getirelim.” dedi.<\/p>\n\n\n\n

Karar: Merkezi d\u00fczeyde yap\u0131lacak ortak s\u0131navlar\u0131n ve mazeret s\u0131navlar\u0131n\u0131n uygulama takvimine ve y\u00f6nergelerine titizlikle uyulaca\u011f\u0131 z\u00fcmrece teyit edildi.<\/p>\n\n\n\n

18. Madde: \u00d6\u011fretmen 3, “Derslerimizde \u00f6\u011frencilere, bir tarihsel metni okurken ‘yazar\u0131n bak\u0131\u015f a\u00e7\u0131s\u0131 nedir?’, ‘bu kaynak ne kadar g\u00fcvenilir?’, ‘hangi olaylar metne dahil edilmemi\u015f olabilir?’ gibi sorular sormalar\u0131n\u0131 \u00f6\u011fretmeliyiz. Bu, onlar\u0131n ele\u015ftirel d\u00fc\u015f\u00fcnme becerisini geli\u015ftirir. Ayn\u0131 \u015fekilde, bir sava\u015f\u0131n sonu\u00e7lar\u0131n\u0131 de\u011ferlendirirken sadece siyasi de\u011fil, sosyal ve insani boyutlar\u0131n\u0131 da tart\u0131\u015farak empati kurmalar\u0131n\u0131 sa\u011flamal\u0131y\u0131z.” dedi.<\/p>\n\n\n\n

Karar: Ders i\u015fleni\u015finde \u00f6\u011frencilerin \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerilerini (neden-sonu\u00e7 kurma, ele\u015ftirel d\u00fc\u015f\u00fcnme) ve sosyal-duygusal becerilerini (empati, farkl\u0131l\u0131klara sayg\u0131) geli\u015ftirecek etkinliklere ve sorgulamalara planl\u0131 bir \u015fekilde yer verilmesine karar verildi.<\/p>\n\n\n\n

19. Madde: \u00d6\u011fretmen 1, “Tarih dersi, mill\u00ee ve manevi de\u011ferlerimizi aktarmak i\u00e7in do\u011fal bir platformdur. Fatih Sultan Mehmet’in fetihten sonraki ho\u015fg\u00f6r\u00fcs\u00fcn\u00fc anlat\u0131rken adalet ve farkl\u0131l\u0131klara sayg\u0131 de\u011ferini, Yunus Emre’nin \u015fiirlerinden bahsederken sevgi ve insanl\u0131k de\u011ferini, \u00c7anakkale’deki isimsiz kahramanlar\u0131 anlat\u0131rken vatanseverlik ve fedak\u00e2rl\u0131k de\u011ferini somut bir \u015fekilde i\u015fleyebiliriz. Bu de\u011ferleri didaktik olmadan, hikayelerin i\u00e7ine gizleyerek vermeliyiz.” dedi.<\/p>\n\n\n\n

Karar: Derslerde de\u011ferler e\u011fitimine \u00f6rt\u00fck program dahilinde, tarihsel olay ve \u015fahsiyetlerle ili\u015fkilendirilerek \u00f6nem verilmesine karar verildi.<\/p>\n\n\n\n

20. Madde: \u00d6\u011fretmen 2, “Akademik ba\u015far\u0131s\u0131 d\u00fc\u015f\u00fck veya devams\u0131zl\u0131k sorunu ya\u015fayan \u00f6\u011frencilerimizi yak\u0131ndan takip edip, durumlar\u0131n\u0131 Okul \u00d6nleme, M\u00fcdahale ve Y\u00f6nlendirme Komisyonu’na zaman\u0131nda bildirmemiz, onlara yard\u0131mc\u0131 olabilmemiz i\u00e7in kritik \u00f6nem ta\u015f\u0131yor. Bu konuda veli ile de s\u00fcrekli ileti\u015fim halinde olmal\u0131y\u0131z.” dedi.<\/p>\n\n\n\n

Karar: Risk grubundaki \u00f6\u011frencilerin takibinin titizlikle yap\u0131lmas\u0131na ve ilgili komisyonla i\u015f birli\u011fi i\u00e7inde \u00e7al\u0131\u015f\u0131lmas\u0131na karar verildi.<\/p>\n\n\n\n

21. Madde: \u00d6\u011fretmen 3, “Disiplinler aras\u0131 yakla\u015f\u0131m\u0131 somutla\u015ft\u0131ral\u0131m. \u00d6rne\u011fin, 11. S\u0131n\u0131f Sanayi \u0130nk\u0131lab\u0131 konusunu i\u015flerken, Edebiyat z\u00fcmresiyle o d\u00f6nemi anlatan eserleri (\u00f6rne\u011fin Oliver Twist) inceleyebilir, Co\u011frafya z\u00fcmresiyle de hammadde ve pazar g\u00fczergahlar\u0131n\u0131 harita \u00fczerinde \u00e7al\u0131\u015fabiliriz. Bu t\u00fcr bir i\u015f birli\u011fi, konunun b\u00fct\u00fcnc\u00fcl olarak anla\u015f\u0131lmas\u0131n\u0131 sa\u011flar ve \u00f6\u011frenmeyi daha kal\u0131c\u0131 hale getirir.” dedi.<\/p>\n\n\n\n

Karar: Belirlenen konular i\u00e7in ilgili z\u00fcmrelerle ortak ders plan\u0131 ve etkinlikler yap\u0131lmas\u0131na karar verildi.<\/p>\n\n\n\n

22. Madde: \u00d6\u011fretmen 1, “G\u00fcn\u00fcm\u00fcz d\u00fcnyas\u0131nda \u00f6\u011frencilerimize sadece metin okuryazarl\u0131\u011f\u0131 de\u011fil, ayn\u0131 zamanda harita, grafik, tablo gibi g\u00f6rsel okuryazarl\u0131k ve dijital okuryazarl\u0131k becerileri de kazand\u0131rmal\u0131y\u0131z. Bir tarih haritas\u0131ndaki lejant\u0131 nas\u0131l okuyacaklar\u0131n\u0131, bir n\u00fcfus grafi\u011fini nas\u0131l yorumlayacaklar\u0131n\u0131 bilmeliler. Ayr\u0131ca bir internet sitesindeki bilginin g\u00fcvenilirli\u011fini nas\u0131l sorgulayacaklar\u0131n\u0131 da \u00f6\u011frenmeliler.” dedi.<\/p>\n\n\n\n

Karar: Derslerde harita, tablo, grafik gibi g\u00f6rsel materyallerin kullan\u0131m\u0131na ve bu materyalleri yorumlama becerisini geli\u015ftirecek etkinliklere a\u011f\u0131rl\u0131k verilmesine karar verildi.<\/p>\n\n\n\n

23. Madde: \u00d6\u011fretmen 2, “Sosyal sorumluluk program\u0131 kapsam\u0131nda, \u00f6\u011frencilerimizle okul panosunda her ay ‘Tarihte Bu Ay’ k\u00f6\u015fesi haz\u0131rlayabiliriz. Bu hem onlar\u0131n ara\u015ft\u0131rma yapmas\u0131n\u0131 sa\u011flar hem de okulda bir tarih bilinci olu\u015fturur. Ayr\u0131ca okul k\u00fct\u00fcphanesindeki y\u0131pranm\u0131\u015f tarih kitaplar\u0131n\u0131n onar\u0131m\u0131 i\u00e7in bir kampanya da d\u00fczenleyebiliriz.” dedi.<\/p>\n\n\n\n

Karar: Belirtilen sosyal sorumluluk faaliyetlerinin, ilgili \u00f6\u011frenci kul\u00fcpleriyle i\u015f birli\u011fi i\u00e7inde planlanarak hayata ge\u00e7irilmesine karar verildi.<\/p>\n\n\n\n

24. Madde: \u00d6\u011fretmen 3, “Planlad\u0131\u011f\u0131m\u0131z gezi gibi okul d\u0131\u015f\u0131 etkinlikler i\u00e7in gerekli olan izinler, ula\u015f\u0131m ve olas\u0131 maliyetler gibi konularda detayl\u0131 bir dosya haz\u0131rlay\u0131p d\u00f6nem ba\u015f\u0131nda okul idaresine sunmal\u0131y\u0131z. B\u00f6ylece s\u00fcre\u00e7 daha sorunsuz ilerler ve velilerden veya idareden gelebilecek sorulara haz\u0131rl\u0131kl\u0131 oluruz.” dedi.<\/p>\n\n\n\n

Karar: Okul d\u0131\u015f\u0131 etkinlikler i\u00e7in gerekli planlaman\u0131n ve resmi prosed\u00fcrlerin d\u00f6nem ba\u015f\u0131nda yap\u0131larak okul idaresine sunulmas\u0131na karar verildi.<\/p>\n\n\n\n

25. Madde:<\/strong> \u00d6\u011fretmen 1, toplant\u0131ya de\u011ferli katk\u0131lar\u0131ndan dolay\u0131 \u00d6\u011fretmen 2 ve \u00d6\u011fretmen 3’e te\u015fekk\u00fcr ederek yeni e\u011fitim-\u00f6\u011fretim y\u0131l\u0131n\u0131n t\u00fcm z\u00fcmre i\u00e7in verimli, ba\u015far\u0131l\u0131 ve keyifli ge\u00e7mesi temennisinde bulundu ve toplant\u0131y\u0131 sonland\u0131rd\u0131.<\/p>\n\n\n\n

      Davut \u00c7AKIR                               Necati DA\u011e               Muhsin DEM\u0130R<\/p>\n\n\n\n

Tarih Z\u00fcmre Ba\u015fkan\u0131                      Tarih \u00d6\u011fretmeni              Tarih \u00d6\u011fretmeni<\/p>\n\n\n\n

                                                      Yasin SAVA\u015e<\/p>\n\n\n\n

                                                    OKUL M\u00dcD\u00dcR\u00dc<\/p>\n","protected":false},"excerpt":{"rendered":"

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[…]<\/a><\/p>\n<\/div>","protected":false},"author":2,"featured_media":1145,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_regular_price":[],"currency_symbol":[],"footnotes":""},"categories":[173],"tags":[361],"class_list":["post-2716","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-zumre-toplantilari","tag-tarih-dersi-zumre-tutanaklari"],"post_slider_layout_featured_media_urls":{"thumbnail":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1-150x150.jpg",150,150,true],"post_slider_layout_landscape_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1.jpg",640,360,false],"post_slider_layout_portrait_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1.jpg",640,360,false],"post_slider_layout_square_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1.jpg",640,360,false],"post_slider_layout_landscape":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1-600x360.jpg",600,360,true],"post_slider_layout_portrait":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1-600x360.jpg",600,360,true],"post_slider_layout_square":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1-600x360.jpg",600,360,true],"full":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/06\/tarih-z-C3-BCmre-1.jpg",640,360,false]},"yoast_head":"\nTarih 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